Teacher Evaluation Practices and Policy Implications: Effective Strategies for Changing Instruction

<p>This study is a program evaluation of the effectiveness of teacher evaluation practices in a small suburban elementary school district in Illinois from 2017-2019. The primary research question explored in this program evaluation is whether and to what extent the teacher evaluation process is changing teacher practices in Washington School District 25. Employing a qualitative research methodology, with data gathered from teacher interviews, school administrator interviews, and document analysis, this study identified several key components to the improvement of instructional practices for teachers. Policy implications and recommendations highlight the importance of the following: a common instructional framework, staff involvement in a Professional Learning Community (PLC) aligned to the instructional framework, and multiple opportunities for meaningful feedback.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2019

Author dc:creator

• Grens, Scott

Contributors dc:contributor

• Harrington V. Gibson, Ed.D.

• change leadership
• feedback
• professional learning
• framework
• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Elementary and Middle and Secondary Education Administration
• Other Educational Administration and Supervision
• Other Teacher Education and Professional Development
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/427

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1458